Capitol News

The COVID-19 pandemic has significantly affected the education system, particularly special education services in Michigan. A study by researchers at Michigan State University's College of Education provides new insights into this issue. The study focused on learning gaps for students with disabilities, especially those who are Black, Asian, and economically disadvantaged.

Published in Educational Evaluation and Policy Analysis, the research analyzed data from over 2.9 million Michigan students between 2012 and 2023. It revealed a sharp decline in special education identifications during the pandemic years of 2019-20 and 2020-21, with decreases of 19% and 12%, respectively. Specific learning disabilities were most affected, impacting economically disadvantaged students and those from underrepresented backgrounds disproportionately.

Associate Professor Adrea Truckenmiller noted that "even before the pandemic," schools faced challenges in evaluating specific learning disabilities due to limited resources. The pandemic further exacerbated these vulnerabilities.

The study attributes the decline to difficulties in conducting necessary evaluations during remote learning across public school districts. Although identification rates returned to pre-pandemic levels during the 2021-22 school year and continued to grow into 2022-23, the initial decline could have lasting consequences.

The research highlighted that fully remote districts experienced the steepest declines in special education identification compared to hybrid or fully in-person settings. This underscores the importance of physical classroom interactions for identifying and supporting students with disabilities.

Matthew Guzman, a co-author of the study, emphasized that early identification is crucial for better long-term outcomes. He stated, "Missing that window could have lasting negative effects."

Other contributors to the study include Marisa Fisher, Scott Imberman, Katharine Strunk, and Bryant Hopkins. The team hopes their findings will guide future policies to improve early identification processes and address disparities in special education services.